“I failed her.” Several parents referenced their child’s progress during virtual schooling as a disaster or failure. Yet, where are the research based parenting experts on this issue?-They are trying to figure this out as they go, just like the rest of us.
In the meantime resources do exist related to online and virtual learning, much of which is without the added uncertainty of COVID issues. The University of Michigan produced a study that looked at motivational factors for different age groups of learners. This study did take into account factors related to the initial shut down in the spring of 2020, which many called emergency remote learning rather than virtual or online.
According to this study, the motivation for elementary aged learners is related to privileges and freedoms. Examples include free time on a tablet, tv time, going outside or other freetime options. If this type of motivator works for your child, then things like rewards for task completion would probably work well. If you get your math done before lunch then you can take 20 minutes to call a friend. This is where If/Then statements are handy. I would be very precise in the expectation. For example:
“Tommy, if you can show me that you completed all of your math and reading assignments for today, we can make brownies for dessert.”
“Sarah, if you show me that you have completed all of the missing work for Science, then I will return the cord to the playstation.”
The same study identified different factors for middle school learners. Academic pressure motivates this group better than rewards and privileges. Since children of this age strive to show independence and desire responsibilities the added pressure to meet those expectations seems to be a good tool. For instance, knowing that in order to get a good grade, then these tasks need to be finished. Perhaps, language like you have to be able to do this to be ready for high school. From my own experience, I believe that privileges still play a role in a middle schooler, but they may be best moved to action by these sorts of influences.
Finally, high schoolers, according to the same study, respond most favorably to positive relationships. When teachers take time to speak to your child individually, he or she will likely respond with better enthusiasm. Knowing the student load of most high school teachers, it is not reasonable to expect it on a weekly basis. However, I would suggest trying to create a bond with at least one teacher or mentor will help with motivation. Another avenue would be to encourage another trusted adult to check in with him or her on a regular basis. This could be a coach, a neighbor, or a family friend.
On the other hand this group can still be motivated by both pressure and incentives. Pressure certainly comes from “What are you going to do after high school?” and other well-intentioned questions. Or it could come from a need for certain grades in order to be accepted into a desired post-secondary institution. Additionally, other learners are motivated by wanting to get a job or be able to make choices for themselves.
The three ideas of privileges, pressure, and personal touches provide motivation for many learners.
Until next time, keep trying and best wishes-Michelle